Researching Classroom English: Linguistic Perspectives on Professional Classroom Discourse
Classroom English is where linguistic knowledge becomes professional action.
Project members Dr. Benjamin Ade-Thurow & Dr. Alexander Kuuskoski & Prof. Dr. Bianca Roters (University of Education Ludwigsburg, Germany)
The project Researching Classroom English explores classroom language as a central domain of linguistic inquiry and professional competence in pre-service EFL teacher education. Moving beyond traditional approaches that primarily focus on teaching useful classroom phrases, the project investigates how teachers use linguistic, interactional, plurilingual, multimodal and digital resources to facilitate language learning, participation and inclusion.
Drawing on research into Classroom Discourse Competence (e.g. Thomson 2022), classroom interaction and usage-based approaches to language learning, the project conceptualises Classroom English as an adaptive professional practice. Particular attention is paid to how teacher talk, questioning, feedback, scaffolding and multilingual resources shape learning opportunities and communicative participation in primary and lower secondary EFL classrooms.
Embedded in BA linguistics education and connected to advanced linguistic research modules at MA level, the project promotes a research-oriented approach to teacher education. Pre-service EFL teachers investigate authentic classroom discourse, develop linguistic research questions and reflect on the relationship between language use, professional expertise and inclusive teaching.
The overarching aim is to establish Classroom English as a professionally relevant field of Classroom Linguistics, bridging linguistic research, second language acquisition and reflective professional practice.
Project Activities & Outputs
Conference Presentations:
ClaLing SIG Meeting in Münster, December 3–4, 2026